Introduction to Reading and Introduction to Reading and Writing WorkshopWriting Workshop

Powerful Teaching for All StudentsPowerful Teaching for All Students

Presented by: Julie Rodriguez and Kate Mamot

“Teaching begins with seeing the significance and intelligence of what children are doing- and almost doing.”

Lucy Calkins

Course Content & GoalsCourse Content & GoalsWhy balanced literacy? Understanding the

Research Behind Best Practice Literacy Instruction

What does balanced literacy look like daily? Elements of a Daily Balanced Literacy Classroom

◦ Classroom Management in Reading and Writing Workshop

◦ Assessment and Planning to Improve Student Literacy Learning

Table Talk:Table Talk:Becoming a Lifelong ReaderBecoming a Lifelong ReaderLearning to read in the fullest sense means developing decoding skills, but much more. It means becoming readers who:

•Read voluntarily and often•Read a wide variety of materials.•Have confidence in themselves as readers.•Collect books and refer to favorites again and again.•Recommend books to others.•Reflect on their reading.•Make connections between and among the things they have read.•Think critically about what they read.Guiding Readers and Writers, Fountas and Pinnell

Table Talk:Table Talk:Becoming Lifelong WritersBecoming Lifelong Writers

Learning to write in the fullest sense means more than developing composing and spelling skills. It means becoming writers who:

•Write voluntarily and often•Write in a wide variety of genres and audiences•Have confidence in themselves as writers.•Use writing as a tool for thinking.•Write to communicate, share experiences or information with others.•Invite comments on, responses to, and critiques of their writing. Guiding Readers and Writers, Fountas and Pinnell

“Writing and Reading Workshop are perpetual- day in, year out.” ( Atwell 1985)

Reading and Writing ConnectionsWriter Reader

What do I want readers to know, think, consider, or decide?(ideas and content)

How is the author supporting me through this piece? What is the shape of the piece?

How will the words I use influence the message my reader gets?(word choice)

How does the language help me understand what the author is telling me and think more about what I already know?

How will I tell my reader when to pause or when to add their own information? (conventions)

How do I know when to pause; when to read quickly?

How will I take my readers though my thinking? (organization)

How is the author supporting me through this piece?

Literacy Learning: Teachers as Professional Decision Makers © 2004 Richard C. Owens Publishers, Inc.

“While reading and writing may be taught separate, the connections between the two parallel processes must be made explicit.”Fountas and Pinnell

Why balanced literacy? Understanding the Research Behind Best Practice Literacy

Instruction

Codes for Taking Notes√ Confirms what you thoughtX Contradicts what you thought? Raises a question?? Confuses you* Seems important! Is new or interestingIf a word…

Gets repeatedSeems importantIs Unknown

Box it: word

Gradual Release of Responsibility

Teacher Support

Student Participation

Reading ToWriting For

Shared Guided Independent

Diagram developed by Margaret Mooney

To With

With

By

““If reading is about mind journeys, If reading is about mind journeys, teaching reading is about outfitting the teaching reading is about outfitting the

travelers, modeling how to use the travelers, modeling how to use the map, demonstrating the key and map, demonstrating the key and

legend, supporting the travelers as legend, supporting the travelers as they lose their way and take circuitous they lose their way and take circuitous routes, until, ultimately, it’s the child routes, until, ultimately, it’s the child and the map together and they are off and the map together and they are off

on their own.”on their own.”

Keene, E. and Zimmerman S. 1997. Keene, E. and Zimmerman S. 1997. Mosaic of ThoughtMosaic of Thought

The Teaching & Learning Cycle

LEARNING

Evaluation

Planning

Teaching

Assessment “Most kids experience school as a series of tasks, dittos, assignments, texts- things that are administered to them. Writing workshop turns the table and puts kids in charge. This requires us to engage in responsive teaching.”

Ralph Fletcher, Writing Workshop: The Essential Guide

Essentials of Reading & Writing Essentials of Reading & Writing WorkshopWorkshop

Reading Workshop Teacher Model- Read to Shared Reading Mini-lessons Guided Reading Literature Circles Independent Reading

◦ Choice◦ Reflection and Evaluation◦ Environment and materials

Writing Workshop Teacher Model- Write to Mini-lessons Shared writing Teacher and peer

conferences Time to write

independently and share Literature based instruction Choice Records and self

assessment Environment and materialsReading Workshop (60 mins.)

Minilesson/Read ToIndependent ReadingGuided ReadingLiterature Study/ Book ClubsSharing

Writing Workshop (60 mins.)Minilesson/Write ToStatus of the ClassIndependent WritingConferringSharing

Read To & Write To: Teacher Read To & Write To: Teacher ModelingModelingTeacher writes and/or reads, talks and thinks

aloud while writing/readingDemonstration of what strong writers/readers

“do”Students “look, listen & learn”May be whole group or small group

“You should write too, under the same conditions – on the board or in your notebook– and share your writing first. It’s a matter of ethics. You are going to be seeing

their work; it’s only fair that they see yours.”Donald Murray (1985)

The Teaching & Learning Cycle

LEARNING

Evaluation

Planning

Teaching

Assessment

Time to Write…Time to Write…As you return from lunch…take the next few moments to write about the thoughts running through your mind about what you learned this morning.

Be prepared to share with a partner.

We will resume promptly at 1:00 pm!

Mini-lessonsMini-lessons•Teaching point is based on student need, data, TEKS/ARRC•Golden opportunities to teach skills in short, concentrated bursts•Connect these skills to the authentic reading and writing•Short, clear, concise! Use concrete examples.•Deciding What to Teach (reading page 137, writing page 66)

Digging deeper into mini-Digging deeper into mini-lessons…lessons… Ones read…page 128-137. This chapter addresses

mini-lessons and categorizes them into 3 areas for reading.

Twos read…page 137-141 “Deciding What to Teach”

Threes read…writing mini-lessons, page 66-75

Shared Reading and WritingShared Reading and WritingRead Shared Writing page 16 and

summarize

Guided Reading in the Reading Guided Reading in the Reading WorkshopWorkshop

Reading Workshop Teacher Model- Read to Shared Reading Mini-lessons Guided Reading Literature Circles Independent Reading

◦ Choice◦ Reflection and Evaluation◦ Environment and materials

Reading Workshop (60 mins.)Minilesson/Read ToIndependent ReadingGuided ReadingLiterature Study/ Book ClubsSharing

Guided ReadingGuided Reading

“The aim of guided reading is to develop independent readers who question, consider alternatives, and make informed choices as they seek meaning.”

Margaret Mooney

If you are a #1 read… Chapter Eleven Understanding Guided Reading

If you are a #2 read… Chapter TwelvePlanning for Guided Reading

If you are a #3 read… Chapter Thirteen Dynamic Grouping for Effective Teaching in Guided Reading

If you are a #4 read… Chapter FourteenSelecting, Introducing, and Using Leveled Texts

Homework Homework

Bring your time allotment for language arts for the upcoming year tomorrow

Responsive Teaching & Guided Responsive Teaching & Guided ReadingReading

Salvador, late or Early Salvador, late or Early by Sandra Cisneros…by Sandra Cisneros…

Record the thoughts that come Record the thoughts that come to your mind as you read and to your mind as you read and interact with the textinteract with the text

Figure 19

Essentials of Reading & Writing Essentials of Reading & Writing WorkshopWorkshop

Reading Workshop Teacher Model- Read to Shared Reading Mini-lessons Guided Reading Literature Circles Independent Reading

◦ Choice◦ Reflection and Evaluation◦ Environment and materials

Writing Workshop Teacher Model- Write to Mini-lessons Shared writing Teacher and peer

conferences Time to write

independently and share Literature based instruction Choice Records and self

assessment Environment and materials

Reading Workshop (60 mins.)Minilesson/Read ToIndependent ReadingGuided ReadingLiterature Study/ Book ClubsSharing

Writing Workshop (60 mins.)Minilesson/Write ToStatus of the ClassIndependent WritingConferringSharing

Independent Reading & Independent Reading & WritingWriting1: Independent Reading vs. Sustained Silent Reading pg 116-118

2: Prerequisites for Implementing Independent Reading pg 118-119

3: A Basic Structure pg 120-125

1: Summary of Teacher and Student Roles in Independent Reading pg 125-127

“Once we understand what great writers do we need to find ways of building classroom structures to contain that doing.”

Randy Bomer

Reader ResponseReader ResponseEveryone reads page 169-170

Other sections to tab/notice:◦ Teaching Students to Write Quality Responses (page

180)

◦ Assessing Student Response (page 180)

◦ Qualities of a Reading Response chart (page 183)

◦ The Organization of the Reader’s Notebook (page 174)

September 12, 2006 Dear Class,

Yesterday I read You Are Special to Me by Max Lucado. The Wemmicks in this book give dots and stars to other Wemmicks depending on if they like or dislike one another. I feel bad for Punchinello, one of the Wemmicks, because he is getting a lot of dots from others because he is different, and I think he is getting picked on. By the way, dots are bad and mean others don’t like you. I bet the Wemmicks who get dots are sad. If it was me I would hate wearing the dots because a dot means I’m different in a bad way. Why does he continue wearing the dots? There is another important character in the book named Lucia and she is lucky! Dots or stars don’t stick to Lucia. She is unique and different from the others. As I was reading, I wondered why people gave her stickers if they knew they wouldn’t stick. I guess it was just a habit for Wemmicks. Later, I realized she didn’t let others make her feel bad or good because she knew in her heart that she was special. It didn’t bother Lucia when others didn’t like her and gave her dots. This is why the dots and stars didn’t stick. Finally, I had a text to text connection. This book reminds me of Pinocchio and Geppetto because Punchinello was made by a master too. His master, Eli, cared for him a lot just like Geppetto did for Pinocchio. 

Sincerely,Ms. Rodriguez  

The Writing CycleThe Writing CyclePrewriting – rehearsal or brainstorming – help

students to find the purposes and audiences

Writing the rough draft – concentrate on getting a “chunk” down on paper

Revising – writer’s craft

Editing – proofreading/writing mechanics

Publishing – informal & formal

Conferencing with teachers & peers throughout the writing cycle

Writing Independently…Writing Independently…

Learning How to be a Writer in Writing Workshop (Page 54)◦Read and create an organizer to show what you

read

Getting Started with Independent Writing (page 82)◦Skim and scan over chart that starts on

page 82◦Think about how it relates to writing

process…

Writing Independently…Writing Independently…

Why is choice so important?Why is choice so important?

“Let’s get right down to it: while the teacher may determine what gets taught, only the student can decide what will be learned.”

Writing Workshop, Ralph Fletcher

What is a writer’s notebook?What is a writer’s notebook?It is…A place to store your thoughts, feelings, observations, ideas, opinions, and moreA place to record your reactions“A writer’s notebook

gives you a place to live like a writer, not just in school during writing time, but wherever you are, at any time of day.” Ralph Fletcher

It is not…A diaryNot a reading journal in which students write summaries, main ideas, or letters to characters per the teacher’s assignment

From A Writer’s Notebook by Ralph Fletcher

An excerpt from Ralph Fletcher’s Writer’s Notebook…An excerpt from Ralph Fletcher’s Writer’s Notebook…“This morning I stopped to buy an iced coffee. When I got home I took out my writer's notebook, the most important tool I have. I think of my notebook as an "idea bank" or "seed farm" where I can collect ideas, or just write for fun. I opened my writer's notebook and jotted this down:

I love an iced coffee, with milk and sugar, on a warm summer's morning. Light and sweet, that's what I tell the woman at the Dunkin' Donuts, and she knows what I mean. When I've got a cup of iced coffee in my hand, so cold beads of condensation are already gathering on the sides, and I'm getting double-jolted by the surge of caffeine plus the lift, provided by those sugar crystals crunching between my teeth, I know beyond doubt it's going to be a great summer day.”

"Letters To Young Writers." Ralph Fletcher, Amy Krouse Rosenthal, and Caryn Mirriam-Goldberg (Sep. 2005)

“The writer’s notebook nudges students to become more active

learners. It gives them a place to react to their world. To make that all-important personal connection. And

the notebook provides a safe place- no grades, no one correcting their

grammar.”

School Talk, Writer’s Notebook: A Place to Dream, Wonder, and Explore, Ralph Fletcher

We will resume promptly at 1:00 pm!

Essentials of Reading & Writing Essentials of Reading & Writing WorkshopWorkshop

Reading Workshop Teacher Model- Read to Shared Reading Minilessons (researched based reading

strategies)

Guided Reading and Literature Circles

Time to read independently and time to share

Choice Reflection and Evaluation Environment and materials

Writing Workshop Teacher Model- Write to Shared Writing Minilessons Teacher and peer

conferences Time to write

independently and share Literature based instruction Choice Records and self

assessment Environment and materialsReading Workshop (60 mins.)

Minilesson/Read ToIndependent ReadingGuided ReadingLiterature Study/ Book ClubsSharing

Writing Workshop (60 mins.)Minilesson/Write ToStatus of the ClassIndependent WritingConferringSharing

One to One Teacher-Student One to One Teacher-Student ConferencesConferences

• Listen “deep” (leaning forward, eyes alert)

• Be present as a reader (react as you would to any other piece of writing- laugh, gasp, etc.)

• Celebrate and praise a specific part of the piece

• Focus on one teaching point (build on strengths)

“...in a conference our job is to interact with students so that they can interact with their writing, not just for five minutes but for a lifetime.”Lucy Calkins (1991)

Writing ConferencesWriting ConferencesLet’s take a look!

As we watch the following clips, jot down key thoughts or observations you have regarding the teacher’s role.

Word StudyWord StudyRead Word Study on page 33-35

Great Resources: Word Matters by Fountas and Pinnell, Words Their Way by Bear, Invernizzi, Templeton, Johnston

TEKS inform mini-lessons

RRISD statement on spelling

Monitoring & Record KeepingMonitoring & Record KeepingStatus of the classConference Records (student, teacher)Teacher Rove – anecdotal notesLesson plansStrategies for avoiding interruptions:

◦Help circles/ Question Mark◦Nonverbal communication◦Others

Classroom ManagementClassroom ManagementChapter 6- Making It Work: Organizing and

Managing Time, Space, and Resources1. Building a Classroom Community2. Physical Environment3. Social Environment4. Managing Time5. Records of Reading and Writing6. Making and Enforcing Rules that Work7. Teaching Students to Care

Sample Schedules and “One Sample Schedules and “One Thing” Thing”

One thing…Pick one component that you would like to focus on as your next step to start the year

Final Thoughts on Reading Final Thoughts on Reading and Writing Workshopand Writing Workshop

Students should: Read and write authentically EVERY day for extended periods of time

Read like writers and write like readers

Experience CHOICE & OWNERSHIP

Teachers should: Model, model, model!!!

Teach read to/write to/ mini-lessons that are

short, sweet, and focused on what students need

Give students feedback on their writing regularlyProvide reading and writing instruction based on individual needs, assessments, and strengths

Have a literacy rich classroom

Meeting Dates…Meeting Dates…October 1 8:30-4:00 Location TBA

November 5 8:30-4:00

Wikis…Wikis… https://literacy-with-lora.wikispaces.com/

http://reading-writing-workshop-cohorts.wikispaces.com/

Julie Rodriguez, Julie Rodriguez, julieerrin_rodriguez@roundrockisd.orgjulieerrin_rodriguez@roundrockisd.org

Kate MamotKate Mamot kate_mamot@roundrockisd.org kate_mamot@roundrockisd.org